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Class room management iderak

This document discusses the importance of classroom management for effective teaching and learning. It provides several key points about classroom management, including that teachers should plan their lessons with students in mind and focus on engaging students. Discipline, rather than punishment, is emphasized as a better approach for changing unwanted student behaviors. Four guiding principles of classroom management are outlined: focusing on student achievement, applying a three-tiered prevention model, linking classroom management to school-wide systems, and teaching social skills like academic skills. Overall, the document stresses the significance of classroom management for student success and engagement.

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Classroom Management Ayesha Aamir IDERAK…….step towards learning for contact: ash_planti@hotmail.com
Objective • To understand the importance of class room management in teaching learning process.
WHY CLASS ROOM MANAGEMENT groups of people live and work organization solve or chaos. BECAUSE SURVIVAL FOR FITTEST
Welcome to CLASS ROOM! If you don’t plan, the student will plan for you!!
WHAT matters ? • You are not alone in class… • . . . It’s different for EVERY ONE!! • Anger shouldn't be part of the curriculum…. • Focus on what a teacher can Change? • Must make learning relevant to students’’’’ • It is more natural to be off-task – ENGAGE… • Listens, RESPECT, listens, RESPECT, listens, RESPECT……. • Design lessons for student mastery as REMEBER • Who Am I Planning For? • What Am I Supposed To Do?
Class lesson - success High Expectations 10%S Mastery teaching 25% Class room management 65%
Key - TIME Transition vs. Allocated Time Increase the variety of learning activities but decrease transition time Student engagement and on-task behaviors are dependent on how smoothly and efficiently teachers move from one learning activity to another
Understanding Our Students Dealing With Student Behavior in Today’s Classrooms
• One in six youths (age 10-17) has seen or knows someone who has been shot. • At least 160,000 students skip class each day because they fear physical harm. • More than 150,000 school age children bring a gun to school each school day. • 70% of those arrested in hate crimes are under age 19. CHANGING FAMILY STYLE IN PAKISTAN • In the last two decades, there has been a 200% growth in single parent households. • The number of moms leaving home for work each morning has risen 65% in the past 20 years. • Nearly 1 in 4 children in Pakistan are living below the poverty level.
Teachers who are ready maximize student learning and minimize student misbehavior are called EFFECTIVE TEACHER
“Effective teachers MANAGE their classrooms. Ineffective teachers DISCIPLINE their classrooms.”
PUNISHMENT VS. DISCIPLINE
Why Do We Punish? – Because it works • Punishment is effective for approximately 95% of our students – It’s quick • Punishment produces a rapid (but often temporary) suppression of behavior – It requires lower level thinking skills.
My views • D: strives to replace an unwanted behavior with a desirable behavior • P: takes away a behavior by force, but replaces it with nothing • D: Is firm and consistent, but peaceful • P: inflicts harm in the name of good • D: Positive behavioral change is expected • P: The worst is expected, and the worst is often received • D: Takes time and energy but consequences are logical and encourage restitution • P: Is immediate and high-impact but is hardly ever logical • D: Is not threatening, dangerous or abusive • P: Can be physically and emotionally dangerous • D: is caring but takes time and planning • P: is often “off the cuff” and emotionally charged
If you agree??? • Discipline: Concerns how students BEHAVE • Procedures: Concerns how things are DONE • Discipline: HAS penalties and rewards • Procedures: Have NO penalties or rewards A procedure is simply a method or process for how things are to be done in a classroom.
Four Guiding Principles of Classroom Management
Guiding Principle # 1 STUDENT ACHIEVEMENT Good Teaching Behavior Management Remember that good teaching is one of our best behavior management tools – Active engagement – Positive reinforcement
Guiding Principle # 2 Apply the three tiered prevention logic to the classroom setting Primary for all Secondary for some Tertiary for a few
CONTINUUM OF Tertiary Prevention: Specialized SCHOOL-WIDE ~5% Individualized INSTRUCTIONAL & Systems for Students with POSITIVE BEHAVIOR High-Risk Behavior SUPPORT ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Primary Prevention: Behavior School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students
Guiding Principle # 3 Link classroom to school- wide – School-wide expectations – Classroom v. office managed rule violations
School-wide Positive Behavior Support Classroom Systems Setting Systems School-wide Systems
Guiding Principle # 4 Teach social skills like academic skills – Tell/model/explain – Guided practice – Monitor & assess – Give positive feedback – Adjust & enhance
ADJUST for DEFINE Efficiency Simply MONITOR & ACKNOWLEDGE MODEL Continuously PRACTICE In Setting
5TH R is RELATION SHIP The 4Rs in CLASS ROOM MANAGEMENT Rights Responsibilities Rules Choices Negative Positive consequences consequences Routines Inevitability
Reinforce Positive Behavior/ Redirect Inappropriate Behavior
OUTSIDE Effective classroom management begins _________ the classroom door.
Elements of Classroom Management Instruction Motivation Creating Creating Independent Good Elements of Classroom Management Discipline “Meaning
“There is absolutely no research correlation between success and family background, race, national origin, financial status, or even educational accomplishments. There is but one correlation with success, and that is ATTITUDE.” Harry K. Wong (2)
References •Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West. •Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, 143-150. •Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman. •Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon. •Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill. •Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University. •Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1), 26-30. •Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon. •Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press
Thank you Any queries…. PLZ